Math Share

My move to 6th grade math and being involved in COETAIL coincided. It took me a while to find blogs to follow and websites that would support me and my students in math.  Once I found a few key names and sites, it was like a domino effect in discovering more blogs and websites.  I have been doing some sifting of my reader and bookmarks, and I’d like to share some of my favorites…for all you math geeks out there.  Yes!  I am sharing something.  (But still not tweeting…)

Websites that are helpful to me…

Math Forum I use Math Forum regularly for our POW (Problem of the Week) work.  I like how problems are divided by strands and that varying levels of difficulty are included. Sample student solutions are given along with teacher notes and links to resources.  You need a paid subscription to join-our school has one that covers many teachers who access the site.

Nrich  This is a great resource not only for finding challenging and enriching math problems and games, but also a place to read up on some current trends in math.

Mathtrain tv  I recently found this comprehensive site that highlights student created mathcasts.

Howcast  I stumbled upon this when searching for some instructional videos to help the students review skills.  A WIDE range of short tutorials on everything from how to shave to how to pull off an office prank.  Surprisingly, there are some well-done and entertaining videos on basic math.  I find it funny that when you go to the menu to search topics, the one I need to click on to find math material is titled “Education and Money”.  Hahaha.

Shmoop.com Again, another great place for how-to shorts on a range education related topics.  Lessons and explanations from pre-algebra through geometry. The math related videos offer the entertainment value not found in the Khan camp.

My Favorite outside-of-COETAIL Blogs…

Mindshift  My all-time favorite blog for skimming the educational news.  Though articles are often short, links to further reading are given.

Dan Myer  He is fast becoming the one to follow in the math world.  Fascinating to watch/read about how he would/could change curriculum.  I wish he would expand and include more middle school related material and ideas.  (Really, elementary education needs a Dan Myer as well!)

Fawn Nguyen’s Finding Ways to Nguyen Students Over  Brutally honest and fun math reading and learning.  She is in the classroom and shares SO much from lesson ideas to personal experiences in the classroom.  What fun it would be to spend a day in her room.

Mathematics and Multimedia While this is a quirky site to navigate (hate the adds), it is a good resource for finding math related media from technology related topics to cartoons.

teachbytes This is another tech in ed site that provides “the latest” (or it always seems so to me!)

Dan Bowdoin’s Technology Integration for Math Engagement is a great blog where the title drew me in.  I really enjoy Dan’s posts, but lately the blog has been inactive.  Bummer.  Hope to see him restart.

Math 247 Mathcasts from 4th grade and up linked in a searchable site.  Mathcasts are kind of dry, but could be a helpful resource for struggling kids.

Vi Hart  She is IT in inspiring kids in math.  She has funny, quirky, math/art/history videos.  My kids LOVED her Hexaflexagon series.  Plus, she talks like a bored but super intelligent middle schooler.

And finally for now…

Free Technology for Teachers by Richard Byrne.  Don’t we all know about this one?  If not, here you go!

More Reflections…

 

Some rights reserved by By Sky Noir Bill Dickinson

Liz Woodham, from the math organization, NRICH states, “The fact I’d had to overcome difficulties in order to succeed that was the most significant contributor to my feelings of pride and pleasure.”

When finishing up my final project for Coetail, I’ll have to admit, that my first feeling was RELIEF.  But as I reflect and scroll through my blog, reading through my posts over the last year or so, I do indeed feel pride and pleasure AND I feel more confident in taking on new challenges..which leads to new growth.

Although project reflections were included in my final video, in no way are they comprehensive.  To add on…

The struggle for me with this project is that I kept getting new ideas and I found myself wanting to make adjustments all the way through.  I felt like I was making soup.  As I created my problem solving unit, I added a bit a this, a bit of that.  It sounds a bit unplanned, but really this model worked for me in getting me try try new tools-my goal.

I felt like a novice at times.  Many times.  Especially when creating the iMovie about my project seemed to take more time than necessary.  I tried to make the images fit my words, then I found that allowing for my script to fit images would have been better in some parts.  I recorded my voice over twice-it was too long the first time.  I decided that I didn’t have enough authentic video from my classes-something that would have added insight into the unit.  Yep, have to remind myself that the process trumps product.

I am very aware that I am still a lurker.  In reading Cheryl Terry’s post about Collaboration, I was impressed by her effort to connect with colleagues.  As she was helping her class create learning networks, she was also sharing and learning from others.  I am inspired by reading about her own personal collaboration and I am definitely making this my goal as I look to my post-Coetail days. I am usually overwhelmed by the degree of knowledge out there being shared and I have to get over my feelings of not having anything worthy to share.  I know I do.  It’s just not my nature (never has been) to “put myself out there”.  I’ll find a way.

In my opinion, feelings of pride and pleasure lead us to take on new challenges. Since my classes are mostly made up of kids who struggle with math understanding, overcoming difficulties is part of their daily routine.  I try each day to find opportunities for these young learners to experience pride and pleasure.  Now, time to start modeling and finding opportunities for myself.

Final Project: Becoming WISE with Problem Solving

I doubt that anyone would disagree with the importance of problem solving in mathematics.  In my opinion, though, this important skill is often shoved aside as educators try to meet standards and learning targets (which are mostly skill based).  I am trying to bring/keep problem solving opportunities on the math stage.

Last school year, a colleague shared with me a method called WISE to help students attack a challenge problem.  This project, I hope, refines the way students can learn to use/be WISE.

 

Period 3 Gallery of Projects on Haiku  Nop and Natchaya did a great job!

 

More thoughts and reflections on this project in my next post.

Twitter Tales

As we come to the end of the COETAIL courses, I am in reflective mode….which gives me a needed break from thinking and agonizing over details in my final project.

From the first course we were encouraged to get our own Twitter account to help us connect and to build our PLN.  From that first course I have been very resistant to Twitter.  Why?

smlp.co.uk

First of all, Since beginning this course and trying to maintain classroom, family, and sanity, I have had to set some boundaries for myself and despite wanting to “learn it/do it all”, realistic goals were necessary.  I took on what I felt that I could manage successfully, which at the time did not include Twitter.  Though, I knew that learning to use Twitter was not going to be rocket science, one more thing was too much for me to keep the balance.

Second, while I have heard first-hand about the benefits of collaborating, networking, idea gathering/sharing with Twitter, I really felt that those on Twitter should and do have something to share.  I really didn’t want one more area to be just a lurker.

For me, a strange mix of tweets in this feed.

I often would read through Twitter feeds on the COETAIL and a few other blogs, and find great ideas, links and “leads”. However, I  am discouraged sometimes by the “chatty nature” of Twitter at times.  I don’t want to have another chat or Facebook experience. In the PLN, I don’t care where people are eating or how much fun they are having with friends.  As I learn more, I am thinking that my feed will be only those I follow, so I am hoping to be selective when my time comes.

Yes, my time is coming…

I have found some good sites to help me learn about Twitter (as the world assumes you just KNOW what a hashtag is…).  This post on edutopia titled, “Five Minute Film Festival: Twitter in Education” was a great find for the visual learner. I love how these videos seem directed to the non-believer. (I also discovered through this search the “Five Minute Film Festival” blog series on edutopia.  Cool.)  I will highlight one of my favorites at the bottom of this post.

How Twitter is Reinventing Collaboration Among Educators is a great article from Elana Leonie on PBS’ Mediashift. This article actually gives specific examples of how teachers are collaborating with Twitter.  The examples are from US educators and as I read through each, I keep thinking about how this looks in the international world.  I know it is going on.  I just seem to be missing something….  The real-world examples of purposeful collaborations (not just sharing an idea in the stream) are what I will be looking toward for inspiration.

Time to add twitter to the balancing act…

https://twitter.com/mrsmelhorn

Frustrations of a Digital Immigrant

My 8-yr old is helping me figure out the new format to Compfight and explains that I need to upload my video to Youtube before I can add it to my Google Presentation. Geesh.

Hmmm…What technology troubleshooting or strategies did I know when I was eight?  We had tin foil on the antenna of an old black and white TV and occasionally didn’t everyone give their TV and other appliances a whack for adjustment?  Any technical difficulties usually required the expertise found in a repair shop or someone took out an actual tool box and knew how to fix things using passed down wisdom.

How do we pass down wisdom with the fast paced change and development of technology?  Seems like from my example above, wisdom is being passed up from the younger generation.

In my current technology endeavors, I am faced daily with trouble shooting issues, which seem to consume waaaaaaaaay too much time.  Do the natives spend so much time….

  • Figuring out why the iPad won’t connect to iTunes?
  • How to get new video onto iMovie?  (I’ve done this before, why can’t I remember??)
  • Asking why, despite creating breaks between paragraphs in these blog posts, paragraph breaks suddenly don’t publish.
  • Questioning whether images on Pinterest are copyrighted?
  • Figuring out how to create a Google form for students to use to gather feedback…(still trying connect the dots..)
  • Syncing all iProducts…(still not clear on this one.)
  • On how to manage all the “incoming” on my laptop…email, docs. etc.
  • Figuring out how to adjust margins on a Google Doc?
  • Trying to learn a new App, like Screenr, only to realize that the latest Java is not supported by my older Mac…or at least that is my troubleshooting verdict.

Like fellow COETAILER, Sanne Bloemarts, I too enjoy puzzling the pieces together.  Sometimes, like now, I feel like I am doing a puzzle that is all sky…

Change of Course…

Despite not one post yet for Course 5, this project has occupied a lot of my time.  Mostly thinking and planning time. Here is the story so far…

I was all set to have the “Sixth (or MS) Grade Tech Transition Program” as my final project. I “pitched it” to Jeff who thought it was a good idea (which built upon a Google Ninja site he had put together here at ISB.)  I had support from my team, the principal, and the tech coach.  And then….a series of blog posts made me decide to change course.

Photo Credit: sraggio via Compfight cc

In one day, I read the following…..

Fellow COETAILER Freedom of Choice from Joe Winston stated that students…

“…. are introduce to new units across the curriculum with a wide variety of areas to delve into, but are either put on a short leash to explore their interest or are spoon fed the content rather than have input in their own learning.”

And…

Dan Bowdoin‘s  post on creating..

“…halfway into our first year with iPads and these students were content creation kings. I stand firm on the idea that students will dig deeper and work harder if they not only are allowed to create in class, but also are able to share.”

And…

Jeff Utech’s post on Disconnecting, really hit home with the idea of creating, where he asks us to..

“…. take a step back and look at what we ask students to do in our classrooms. How much time in a given day do students create/innovate/problem-solve vs how much time do they consume?”

These posts and the less-than-enthusiastic feedback that I had on the Ninja program from my Synergy class, caused me to stop.
Despite the need for something to help with the laptop transition, this wasn’t fitting right for my project.  It would have been something I created for students to consume. Even if I had had kids do the creating, it would have been highly directed.  I also felt hugely constrained by the timeline for this course and the willingness of others (who are understandably focused on the effects of a total schedule revamp for next year.) I had this feeling that I could create something fabulous, but no one would chose to use it.  I wanted more control.
So, I reflected on my tech journey, especially how it related to my current postion.  What were my goals?  I looked at all that I have learned in this course and from my techy friends and colleagues, and I realized that this project should be not only representative of my learning, but peppered with ideas that I haven’t tried yet. It should have KIDS creating, sharing, and collaborating….
So, since I can’t rewrite a unit that I haven’t done yet, I assessed the current needs of my classes at this point in time, and I am assembling and implementing a new unit that complements our program.  TIme to create, share, collaborate, and PROBLEM SOLVE!
Most of my students are terrible problem solvers. They have little experience with deconstructing a problem, finding a strategy, or ensuring that a solution is reasonable. Some panic. Some give up. Some copy the answer and circle it. Some solve problems in their head but can’t explain what they did or how they did it with any sense of understanding.
My Math goal for this final project is that the students focus on the PROCESS of how to solve problems. Our Tech Goal is to collaborate, share, and communicate this understanding.
(Stay tuned with the details of how my unit aligns with our math and TAIL standards…)
Recently I found yet another website that strikes a chord…The Noyce Foundation’s Inside Mathmatics (insidemathmathematics.org), where problem solving is described as the “cornerstone of doing mathematics”…yep, I agree with that.  The Foundation’s belief that, “encouraging and supporting the struggle with some frustration is exactly what the student needs. A good problem-solver tries, fails, reevaluates, and tries again” is highly relevant to my classes. This statement seems to describe how I guide much of this unit so far.
More soon on my planning…
Oh, and BTW.  The transition program will still happen, but it will be incorporated under some yet-to-be-determined transition umbrella that is in the works for next year…embedded in our curriculum, which will change, of course.

 

 

Not-So-Final Ideas: Improving Transitions

Some rights reserved by Norbert Löv

Almost there….
The instructions for COETAIL’s final project are simple: Embed technology meaningfully and authentically as a means to enhancing learning.
The actual task might not be so simple!
I have been tossing around a few ideas for the last few weeks.  Flip the classroom? Create a peer mentorship program? Find a way to help kids monitor their own learning and track their progress according to our standards?  I could rewrite a lesson from the bottom up, but it would have to be a lesson for next year for a rewrite, or a lesson that I haven’t done yet, since I am new and still haven’t taught the entire year’s curriculum.
Having taught 5th grade for the past two years at ISB, then moving this year to 6th grade in the middle school, I am keenly aware of the huge transition that the students have made (and are still making!)  When I look back on some of frustrations this first semester-my own, and those of the kids, and parents- there is much that centers around the laptops and the use of technology in class and at home. While I am finding ways to extend learning and engage the students by embedding the technology as best as possible as I grow, a number of obstacles exist because…..
Students:
  • Are unaware of some basic “care-for-laptop” procedures
  • Struggle with managing files and desktops
  • Forget loggins
  • Lack an understand of basic “tech vocab”
  • Exhibit poor digital citizenship skills
  • Lack knowledge of some basic programs and applications that are used regularly
  • Are distracted by chatting, emailing, watching Youtube
  • Have little to NO keyboarding skills.
To me, the above puts teachers in fire-fighting mode, which takes us away from our curricular areas.
While there are many students who seemed to naturally take the step to 6th grade, managing the classes, homework load, and their laptop, there is nothing in place to consistently ensure that ALL kids are getting the tech support that they need.  They must ask for the help.  But frankly, most don’t know they need it, or they don’t know how or who to ask.  Many are not using the tech at an acceptable level of understanding. There is great potential.
Can I create a final project that is further reaching than my classroom?  Something that will have a greater impact on the “Culture of Technology” at our middle school?  If so, this project gives me the opportunity to step out a bit, take a risk, and to put to use many of the initial ideas that I had for my “unit rewrite” but in a greater forum.   Hmmmmm…
I’d like to create a “6th Grade Tech Transitional Program” that not only would serve the students, but also teachers and parents.
Here are my random initial thoughts:
  • Start in the last month of Grade 5.  Survey of skills?  Emphasis on keyboarding?  Solidify blogging skills? File management?  Google Doc crash course?  I would hope to work closely with our ES Tech Coach and the 5th grade teachers.
  • Lay out a program for the first 2 weeks of school that would cover the initially necessary tech skills.  Find a way to embed the technology with the “beginning of the year” routines.  Many teachers already are and have done this, but which ones?  What did they actually cover?
  • Focus on expectations, responsibility, and digital citizenship as they learn (or continue to learn) management techniques.
  • Create an online self-monitoring system/check-off list to “graduate” from ________ (what ever we call it!)
  • Include a parent component….how?
  • Identify “tech experts” to assist new students
  • Include discussions of balance and self-monitoring to limit distractions
  • Continue with skill building, idea sharing, and digital citizenship throughout the year…how?  Monthly or bi-monthly check-ins or “workshops”?
  • Establish peer mentors (7th or 8th graders?)-might help overall transition beyond tech?
  • Find a way to address misconceptions-there are many!
  • Keep the AUP  “alive”, accessible, and understood.
At the beginning of 6th grade, the above can be embedded in core (and maybe some non-core?) classes as routines are established.  As students learn to use Haiku, they can be involved in watching student created videos, participating in discussion forums, posting questions…..Maybe the students wouldn’t be so overwhelmed if we focused on one class’s digital management at a time…

I have had discussions with my colleagues, parents, the counselors, and administrators who all see this need and from whom I think/hope I receive support and the needed approval.  Though I want this to be a collaborative effort, I don’t want my colleagues to feel that one more thing is being added to their plate-the goal is to make the first weeks easier…and to eliminate the “here-and-there” conversations that we are having NOW in December about how to care for laptops, why not to download every cool thing from the internet….and where is the AUP and is it something to review and/or inforce?

Naturally, I do NOT have to completely reinvent the wheel….here are some initial research results that could help me tailor a program to our school and students:

Well??

Is 1:1 a Win:Win?

To deal with the OVERWHELMING amount of information available, I have found it helpful to focus on someone/someplace who already has that wheel invented….and ask….Does this fit with my goals/classroom?…How can I learn from others’ mistakes/reflections?…or exclaim…Wow!  Look what they do/found-I never heard of that!.

I read up a bit on the 1:1 laptop program for middle schoolers in Maine which rolled out in…. 2002!  While I am sure that there are many differences between these Maine schools and their student population compared to our international school, I think a wealth of information is available to learn from schools and teachers who have been doing this for a decade.  You can go to The Maine International Center for Digital Learning site for a wealth of info.

I found interesting the “Six Important Lessons from Maine’s 1:1 Laptop Program” from Mashable which can be summarized below.

  1. Treat technology as a tool, not a curriculum
  2. Think differently about teaching
  3. Decide to do it, don’t pilot it
  4. Concentrate on Curriculum initiatives at first
  5. Support teachers as much as possible-
  6. Make technology part of teachers’ everyday language too
I think our school misses on points 2, 4, and 5……

Some rights reserved by Brett Jordan

I get the feeling some teachers are still operating in the “old things new ways” dimension….I find myself there sometimes…Thankfully, I am not trying to transform the lecture hall….
From our ISB website, one can find this “philosophy” from the MS “Computers and Technology” page:
  • we use technology tools to make learning more relevant and to better prepare our students for the future. Technology tools facilitate active, student-based learning, and accommodate a wide variety of learning styles. We believe that technology tools are best learned in the context of other learning and enhance the learning of subject area knowledge. We believe in transforming education by providing opportunities for differentiated learning and instruction through technology. All in all, we are preparing our students to live in a high technologically-infused society.
While I have posted before that technology integration ultimately rests on the classroom teacher, I truly believe that we are wasting the opportunity if we are not working within a shared vision.  Simply stating the vision doesn’t mean we are working toward it. I do see some teachers doing wonderful things, but without a consistent focus on the integration and how to best transform teaching and learning (or time to reflect on how indeed our teaching/learning is transforming), and continued teacher support, I notice too many teachers (and parents), who view the laptops as a distraction or a clunky tool in the classroom.
In this youtube video, which highlights the Maine program, it is clear that they started with a vision and a purpose. The initiative came from the vision of then Governor Angus King who states that the goal was “to make our people the most digitally literate society on earth”  (I had a chuckle about the “our people” part.)  The film highlights how the use of laptops get the students “sense of wonder going” which has led to new knowledge.  It seems that teachers are very aware of how learning has been and is being transformed, where the kids are becoming inventors and creators.
I like how there was a group of “people” in Maine focused on the learning engagement and and thought about the success of the program in terms beyond increased student achievement scores.   As you can read HERE, increased achievement seems to be the goal in some 1:1 programs.  Are they taking this new learning and measuring in “old ways”? Should achievement be the goal?  Does that qualify as a vision?
In my mind, the engament and the capacity to direct your own learning (rather than measurable achievement) is paramount.

I loved finding reference to the Maine program in a Huffington Post article by Ricki Morell. A good balance of opinions is presented along with the realization the the program has had varying impact, and that the impact on achievement is hard to quantify.  Is that ok?  Can we live with knowing that learners are more engaged? David Silvernail, who authored a report on the program for the state legislature stated that, “too few teachers use laptops to teach ’21st-century skills’ such as problem-solving, collaboration and evaluating information”.  Why?  Where they lacking training? Vision?

I am trying within my class to teach “21st century” skills.  I am learning to extend the learning beyond the classroom and to redesign classroom time. I wonder about the best way to transform traditional math homework while maintaining and building skills. With regard to the laptops, I am frustrated with the lack of common agreements for student behavior, the lack of consistent collaboration on how to best use the tech tools to enhance learning. Sometimes it feels like we just passed out the machines and said, “Here you go everyone-use this.”

We are lucky at our school to have this opportunity with our 1:1 program.  I love working with colleagues who enjoy similar challenges and go out of their way to collaborate and to discuss new learning.  I have a feeling that great teachers will make things better.

******

My parting questions (which perhaps warrant a separate post) is on the sustainability of such laptop programs.  How are schools dealing with e-waste?  How does this increase in hardware demand impact the developing countries where toxic materials are being dumped?  Are we being the global citizens that we need to be to follow this path of waste?

A good place to start maybe…The Technologicalcitizen…??

Making Massive Connections

Ok, I HAVE TO STOP READING!  This week’s topic is highly interesting and a bit relevant personally, so the discoveries are endless….time to put some thoughts down in this post.

I have two sons in high school and in just 3 short years they will both be in college…or at least that is the plan. Reading about MOOCs and the challenges to the current structures, mindsets, and importance of traditional brick and mortar institutions is fascinating to say the least.

Where will education be in 5,10,15 years?  Of course no one knows.  But it is clear that some very creative and innovative individuals are trying to ensure that eduation will look different…or, equally important, more options will be available. Where will I be?  I am just as unclear on the answer to that as well!  I’ll be OLD… is all I know for sure.

Clay Shirky’s Napster, Udacity, and the Academy is one of the best posts I read about MOOCs.  I agree with him completely in that even if the current understanding or structure of MOOCs do not endure, one cannot argue that it opens the door to change and better ideas will develop.  He challenges the nay-sayers with his great examples of how “the establishment” initially rejected the “unbundled” ideas of Napster (which opened the door to iTunes and the like) and the lack of credibility associated with the launch of Wikipedia. In was interesting to note the many nay-sayers in the comment threads in the posts and articles that I read on MOOCs.

The description of Connectivism which takes learning theories into the digital arena, fits well within the MOOC model. I starting to think that connectivism is reliant on the individual.  Educators become the facilitators, coaches…those who create inspiration.

Stephen Downes who seems to be a guru on Connectivism, states that learning is the creating and removal of connections. He wrote an article for the Huffington Post about connectivism stating that in learning “the content isn’t the important thing. It serves merely as a catalyst, a mechanism for getting our projects, discussions and interactions off the ground.”  When describing the MOOC that he was offering…

“The idea of a connectivist course is that a learner is immersed within a community of practitioners and introduced to ways of doing the sorts of things practitioners do, and through that practice, becomes more similar in act, thought and values to members of that community.”

That statement seems to connect with the Dan Pike video and his thoughts on our drive as humans to have purpose and to be a part of something larger than ourselves. I guess that is the MASSIVE part of MOOC?

So, am I applying the theory of connectivism to my middle school classroom?  I have honestly never thought about it in terms of this learning theory, but from this week’s reading  I can say that yeah, I can see it. The theory’s focus on meaning making, process, diversity of opinions, decision making, personal learning, making connections, and knowledge creation are all being encouraged in my class.  I am thinking that perhaps a greater focus on this connectivism at earlier ages would create more of a true culture of connected learning that really would transform the higher educational system.

And now, this MASSIVE infographic on MOOCs.
The World of Massive Open Online Courses
Presented By: Online Colleges

More New Flippin’ Learning

While I have some flipped elements to my classroom (mostly videos on my Haiku site), I am just now starting my “education” of the ideas, practices, and studies of the “Flipped Classroom”.  First of all, I am guessing that you can use the titles, flipped, reverse, or blended learning interchangeably.  I may be wrong, but that would just support the fact that there are misconceptions about this trend. (Flip pioneer Jon Bergmann has a started a series about misconceptions on his blog.)

I like this brief and engaging introduction to Flipped Learning, which features Bergmann’s  flipped partner, Aaron Sams.

 

Brian Greenberg from the non-profit Silicon Schools, heads up an effort to “fund new and innovative approaches in existing blended learning programs”.  Greenberg is also a contributor to a new feed in my reader- Blend My Learning

I like how Greenberg reminds us that “this movement is in its infancy. There is no blended-learning canon that can be taught to teachers. Rather Greenberg says the educators need to write the playbook. They need to be at the table and in the laboratories of innovation…”

Have teachers ever had so much power in transforming education?

Here are some things that I agree with from the reading/learning that I have done so far:

  • Learning content in “lecture” format outside of class frees up class time for labs, interactions,
  • Students can work at their own pace
  • Students miss school can keep up with the learning
My Questions/Concerns:
  • How do you ensure that students are prepared for the “hands on” application of what they have learned at home?
  • How do you “blend” the learning with inquiry, project, or challenge based curricula?
What I like most about what I am reading is the REAL innovation where education is truly being reformed. Some of the flipped models remind me again of our early course where we talked about doing old things new ways.  Many of the flipped classroom examples that I have read about still follow a tradition curriculum, with traditional lectures materials, assignments, and assessments.
How can we use the flipped model to TRANSFORM education giving us the NEW way? Can we get rid of the lecture altogether?
While I ponder more and more questions, I’ll start with the “5 Tips on How to Start Flipping Your Classroom” from Flipped learning.